In The Passionate Teacher, Ron Fried describes the Game of School (GOS) as what happens when teachers and students forsake intellectual work and instead engage in their classes as rituals. Take this opportunity to consider this chapter in light of some of the the other experiences that you've had this semester to answer at
least three of the following questions:
What elements of the game of school are you seeing in your placements?
How have you seen teachers fight the game of school in their classes?
What features can you plan into your units that might discourage the GOS?
Finally, what impact will this description of the GOS have on your own approach to teaching as expressed in your teaching philosophy?
I have seen many of the aspects that were outlined in GOS in my educational career. I have seen some more than others. I have personally experienced these elements, as well as played the game myself. I feel that one major connection in the reading that can really be applied is that many just do what they need to in order to get by. One can see no real connection with the work or topics that are covered and their importance to everyday life. I have seen this element the most in my placements. Most students do understand why they need to know the science material being taught. There are those handful of kids that do not care about being in school are a distraction to others as well not completing their assigned work. I then see those students who do not care about what is going on in the classroom but they do what they need to do to move on. They will be there in class, complete the assigned work with minimal effort learn the information until it is tested then continue on until they are done with the class.
I have seen the teacher fight the game as much as they can in the classroom. I think that they are definitely trying their best to not get caught up in the game but sometimes they have not choice. The teachers have to teach to the textbook and tests. They have to do that in order to show the students abilities. I have seen them try and fight the game within their lessons, bringing in many aspects from the outside world to make connections to the material with the students. I think this effort and fight in the classroom really is working with both the students and teachers. IN my unit plan I hope that doing this same thing and incorporating the real world into the unit will help fight and discourage the GOS. I want students to be interested in the topics and ask and think about them rather than just going through the motions of obtaining enough information to get through the unit and forget it all.
Developing an interest in a topic instead of "obtaining enough information." ... How did you support this in your unit plan?
I think that reading the GOS gave me a little more insight on what I really want my teaching philosophy final message to be. I have always said that my students don't have to love what I am teaching but should at least put an effort and try in what I am teaching. I think that is giving right into the game of school which I do not want at all. Yes, not all students need to love what I am teaching but I want them to understand the importance of it and to know why they must learn it and put effort into everything they do, and not just get by.
Nice reflection. I would say not to sell yourself short. Why shouldn't all your students love your subject. Will they? Maybe not, but convincing them that they should love your topic is a worth obsession. Lynn is an excellent model for this, so be sure to pick her brain!
least three of the following questions:
I have seen many of the aspects that were outlined in GOS in my educational career. I have seen some more than others. I have personally experienced these elements, as well as played the game myself. I feel that one major connection in the reading that can really be applied is that many just do what they need to in order to get by. One can see no real connection with the work or topics that are covered and their importance to everyday life. I have seen this element the most in my placements. Most students do understand why they need to know the science material being taught. There are those handful of kids that do not care about being in school are a distraction to others as well not completing their assigned work. I then see those students who do not care about what is going on in the classroom but they do what they need to do to move on. They will be there in class, complete the assigned work with minimal effort learn the information until it is tested then continue on until they are done with the class.
I have seen the teacher fight the game as much as they can in the classroom. I think that they are definitely trying their best to not get caught up in the game but sometimes they have not choice. The teachers have to teach to the textbook and tests. They have to do that in order to show the students abilities. I have seen them try and fight the game within their lessons, bringing in many aspects from the outside world to make connections to the material with the students. I think this effort and fight in the classroom really is working with both the students and teachers. IN my unit plan I hope that doing this same thing and incorporating the real world into the unit will help fight and discourage the GOS. I want students to be interested in the topics and ask and think about them rather than just going through the motions of obtaining enough information to get through the unit and forget it all.
Developing an interest in a topic instead of "obtaining enough information." ... How did you support this in your unit plan?
I think that reading the GOS gave me a little more insight on what I really want my teaching philosophy final message to be. I have always said that my students don't have to love what I am teaching but should at least put an effort and try in what I am teaching. I think that is giving right into the game of school which I do not want at all. Yes, not all students need to love what I am teaching but I want them to understand the importance of it and to know why they must learn it and put effort into everything they do, and not just get by.
Nice reflection. I would say not to sell yourself short. Why shouldn't all your students love your subject. Will they? Maybe not, but convincing them that they should love your topic is a worth obsession. Lynn is an excellent model for this, so be sure to pick her brain!